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English For International Tourism Intermediate Teacher

English for International Tourism provides a multi-level series for students who need professional communication within the hotel and tourism industries. This Teacher's Book provides information on unit objectives and helps teachers to use the material effectively. It also includes photocopiable materials

English For International Tourism Intermediate Teacher

By applying a broad range of current trends in LSP research and practice to this specific context, Teaching Foreign Languages for Tourism offers an excellent introduction to LfT. Yet the underlying premise, that the book delves into a new field, must be qualified, at the very least with respect to English. As the editors and contributors are surely aware, EfT has existed in praxis for over 40 years, considering that teachers of EfT have been publishing learning material for niche markets since at least the mid 1970s (e.g., Wallace, 1974; Worsdall, 1974; Balboni, 1980; Kruse & Kruse, 1982; Balboni, Coonan & Voltolina, 1986; Deutsches Seminar für Fremdenverkehr, 1986; Utawanit, 1986; Reichenauer, Rofe & Strutt, 1988; Richards & Long, M.N. 1988; Balpinar, 1996). (One could even argue that the history of languages for tourism dates back to the late 19th and early 20th Centuries, when tourism began to emerge as a middle class activity. For instance, in the early 1900s, companies like Berlitz began to expand their operations to meet the increasing demand of the tourism market, and universities soon began to offer the first degree programs in Hospitality Management, for which the study of languages, albeit for general purposes, has always been important.) Although the teaching methods have changed markedly since the 1970s, teaching material for EfT has always been informed by formal and informal analyses of student needs, by student feedback, by classroom observation, and/or by trial and error, in short, by invaluable teaching experience.

Experienced instructors and authors of EfT courses, however, should not be overly critical. This apparent oversight is likely because the book is really in response to the lack of institutional support for an academic discourse on languages for tourism (and not just English!) in Europe and North America. For example, although most university degree programs in Tourism Studies have language requirements, most European and North American universities neither offer LSP courses for tourism nor employ teachers qualified to teach LfT, and there are very few tenure-track teaching or research posts for LfT in these regions of the world. Like LSP in general, most LfT research is conducted for the purpose of teaching a specific group of students within a unique learning environment and, though obviously relevant to practitioners in other contexts, will likely never be published or shared with a professional or academic community without institutional support. As a result, there have indeed been relatively few conference presentations and academic publications on the subject in the West, where best practice in LfT remains the province of individuals and small communities of practice largely working independently of one another. What Teaching Foreign Languages for Tourism is really calling for, then, is the recognition of LfT as an academic discipline on the part of market leaders, university administrators and policy makers in the EU.

Of the many business English ESL coursebooks available, only a handful are high-level. Garnet Education has filled the gap by introducing a series of three business coursebooks for upper intermediate-level international students entering undergraduate university business or management programs. The three are English for Business Studies, Banking, and Tourism and Hospitality. 076b4e4f54

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